WebQuest
Title: EXPOSITORY
WRITING
Created
by: Katrina
Jones and Donna Hain
Introduction Task Process Evaluation Conclusion Teacher Page
Introduction: What? No more writing! You and your classmates are shocked.
Important Notice
from the desk of the principal…
***
Effective immediately
No more writing skills for students!
Our students have gotten lazy and out of shape!
Therefore, students will spend
their time
doing laps and push-ups
instead of Writing in the Modes.
You
need to explain to the principal why writing skills are important. You must be prepared to present significant
reasons why writing is necessary to the elementary curriculum at
Introduction Task Process Evaluation Conclusion Teacher Page
Task
You will
need to prepare yourself
for writing an expository letter to the principal. To do this, you will need to spend some time
thinking about the importance of writing in life. How is writing important to you as a
student? A teacher? A parent? A business owner? An employee?
You have two tasks for this activity.
Brainstorm
ways that you use writing in your daily life.
How is
writing important to you,
personally, in the real world? When and
where do you use writing in the real
world? Make a well-defined list
of ways that writing is important.
Write
an expository letter to the principal.
Your letter
should
present reasons or explanations why writing is
important. Remember your letter should stay focused
on
the one main idea and contain supporting details,
elaborating
details, and a conclusion.
Introduction Task Process Evaluation Conclusion Teacher Page
Process This project involves the
completion of two steps.
Step 1. Review
the definition and examples for expository
writing. Make a list of the
characteristics for
each level of ADAW
papers.
Step 2. Before
you write an expository letter, generate a list of reasons why writing is
important. 
Your list should be on a headed piece of
paper. The list is to be numbered and
should contain as many important ideas as you can brainstorm.
Step 3. Use
the graphic organizer along
with your list to help you organize your thoughts into supporting and
elaborating details.
Step 4.
Write
an expository letter to the principal.
You might be able to convince the principal to change her mind by
writing an excellent, well- prepared letter.
Use
the business letter format
to help organize your letter. Use the word template to help you write the
letter.
Your letter should include:
- the principal's name and address
- your name and address
- the date
- a greeting
- two to three well written paragraphs
- a closing
- your signature
Introduction Task Process Evaluation Conclusion Teacher Page
Evaluation
|
|
4 Consistently |
3 Usually |
2 Occasionally |
1 No Evidence |
|
Writing Rubric |
Writes legibly Uses correct punctuation, capitalization, and
grammar Uses Conventional spelling for grade appropriate
high frequency words Conveys a meaningful message related to the
mode/prompt Organizes ideas in a logical, sequential manner Includes a topic sentence(s), supporting details,
elaborating details, and a conclusion Uses expanded (rich and varied) vocabulary words |
Uses correct punctuation, capitalization, and grammar
Uses conventional spelling for grade appropriate high
frequency words
Conveys a meaningful message related to the mode Organizes ideas in a logical, sequential manner Includes a topic sentence(s), supporting details,
elaborating details, and a conclusion Uses expanded (rich and varied) vocabulary words |
Uses correct punctuation,
capitalization, and grammar Uses conventional spelling fro grade appropriate
high frequency words Conveys a meaningful message related to the mode Organizes ideas in a logical, sequential manner Includes a topic sentence(s), supporting details,
elaborating details, and a conclusion Uses expanded (rich and varied) vocabulary words |
Of correct punctuation,
capitalization, and grammar
Of conventional spelling for grade
appropriate high frequency
Of a meaningful message related to
the mode
Of content organization
Of a topic sentence(s), supporting
details, elaborating details, or a conclusion
|
|
Research skills |
Has listed completely characteristics of what
makes a level 1,2,3,a 4 paper. Used graphic organizer to gather thoughts. Used business letter format to complete letter. Viewed and study the complete Business letter |
Has listed completely characteristics of what
makes a level 1,2,3,a 4 paper. Used graphic organizer to gather thoughts. Used business letter format to complete letter |
Has listed completely characteristics of what makes
a level 1,2,3,a 4 paper. Used graphic organizer to gather thoughts. |
Has listed completely characteristics of what
makes a level 1,2,3,a 4 paper. |
|
Personal Work Habits |
Copies of all work completed and corrected. All
work is neat. Papers have complete heading. Work is compiled in a folder. It was completed on time. |
Copies of all work completed and corrected. All
work is neat. Papers have complete heading. Work is compiled in a folder. |
Copies of all work completed and corrected. All
work is neat. Papers have complete heading. |
Copies of all work completed and corrected. |
|
Total Score |
|
|
|
|
Click here for printable copy.
Introduction Task Process Evaluation Conclusion Teacher Page
Conclusion
Congratulations! With your help, we have made Writing in the
Modes a valuable part of our school's curriculum. Thanks to you, writing will continue to be an
important part of every student's education.
Back to Student Page
Introduction Task Process Evaluation Conclusion Teacher Page
Teacher Page
Subject Area: Expository
Writing/Writing in the Modes/Language Arts
Grade Level: 3rd to 5th grade
Learner Information: Students
must have knowledge of the Expository Web, Intermediate Level 2. Intermediate: the understanding of a topic sentence, three
supporting details, one or two elaborating details, and a conclusion. Students will perform better if they have
participated with the teacher in an “I DO” and a whole class “We Do”, before
completing this individual activity.
Standards:
Curriculum:
Write legibly in
manuscript and cursive.
Communicate daily with
others through written language.
Engage in process writing. AL COS #20, 22, 25
Use various modes of writing. AL COS # 22, 23,
24
Demonstrate proper usage of grammar skills for
oral and written communication in all content areas.
AL COS #19-22, 26, 32
Demonstrate proper usage of mechanics in
written communication. AL COS #19-22, 26
Apply basic spelling skills in written
communication. AL COS #19_22, 28
Organize ideas and communicate, both orally
and written, fluently with peers and for varied audiences and purposes.
Al COS # 19-22, 25, 33
Technology:
Utilize developmentally appropriate terminology to
communicate effectively in a technological society.
Demonstrate
appropriate use of hardware (input/output devices) and media.
Demonstrate correct procedures for opening,
closing and saving files using menu options and commands in
appropriate grade/subject instructional
software.
Use a variety of media and technology
resources for directed and independent learning
activities across the curriculum. Use
the Internet to locate information.
Use the Internet as a resource for
information.
Credits:
Mobile County Public School System, “A
World of Writing”
Mobile County Public School System,
“Writing in the Modes”
Alabama State Dept. of Education
website www.alsde.com
Dictionary,
Wordcentral.com
Cyberbee.com